3D Graduate
Personal tutoring sessions
Overview
As has been discussed, departments should be offering students support to the development of 3D Graduate attributes through initiatives detailed in their Departmental Learning and Teaching Strategies.
Although such initiatives should be led by departments, the Learning and Teaching Office has developed a set of generic Personal Tutoring Session Plans which departments may wish to use to introduce the scheme to students. These ‘skeleton’ frameworks may also form the basis of a more discipline specific approaches.
You will find on these pages, guidelines for how you might introduce 3D Graduate and PDP to students and a series of PowerPoint presentations which may be used to assist you in the running, or development, of sessions.Structure
It was originally agreed by, Academic Board agreed that undergraduates would be offered a total of three personal tutoring sessions per year to engage them in 3D Graduate / PDP activities and as such our structure follows these recommendations.
In the first year sessions might be offered as follows:
- The First Session: a group meeting held early in the first term in which you should introduce the key concepts underpinning 3D Graduate, looking specifically at the notions of reflective learning and action planning with consideration to the learning-outcomes for their programme.
- The Second Session: held later in the first term this should be a one-to-one session with the student. To some extent, the content of this session will be determined by the student who should be able to raise any issues they feel appropriate with regard to their academic or pastoral welfare. They may wish to reinforce their understanding of 3D Graduate and discuss how they have employed the resources available on the web.
- The Third Session is to be another group session that will be structured to encourage students to complete an e-portfolio.
In the Second and Third Years the structure follows a similar pattern of three personal tutoring sessions, with an increasing emphasis on identifying and evidencing their wider learning and skills, in order for students to plan their future.
The materials and supporting tutoring sessions are based upon a three level design. It is recognised that this format will need to be adapted for other levels of awards which do not have a three year format. As the first year is centred on the transition to university learning and developing skills that post-graduates will have already mastered, post-graduates should be directed to ‘Maximize Yourself’ and ‘Make it Happen’ which are concerned with the enhancement of their learning and opportunities for life beyond Goldsmiths.